Classroom Management Plan

Classroom Management Plan Page 1 of 87 Classroom Management Plan By Patrice Hoskins

SECTION 1: Description of Setting

Introduction:
Working in a consolidated school district that encompasses students from our local and rural areas is affective by means of integrating the needed skills within an isolated environment. The application of social reaction between family and society is vital experiment used in this consolidation process. Our current standardized test scores are beneath average expectation and our district is working vehemently to address the concerns in order to comply with federal law and No Child Left Behind. I currently work for the Institute of Community Services, Incorporated. Our head start organization serves the entire north half of Mississippi. We serve 32 counties and within each county we actively serve our community with such programs as male involvement and adult basic education classes. Head start presents its challenges because, as a federally funded program, we are required to have a certain amount of in-kind and strictly adhere to federal guidelines and we are periodically evaluated for effectiveness. Our classrooms are integrated with normal and special needs instructors. In some cases, the special needs children have designated instructors for personal direction. The sociological dynamics of our district empowers us to be diverse and our transparency is fluent in regards to parental organizations that are built upon the policy council made up of parents, PTO, and male involvement programs. My classroom has two tables that are half circles and seat 10 children each. In addition, we have stations like library, activity, arts and crafts, creative thinking, and reading. Each class has 20-22 students (depending on the special
Classroom Management Plan Page 2 of 87 needs ratio) and 2-3 instructors (teacher, teacher assistant and special needs instructor if applicable). I report to a center director and we also have an onsite social worker and nursing team. We partner with the University of Mississippi (Ole Miss University) Child Psychology Department. The students do their interns in each of our facilities. In addition, speech and physical therapists periodically see those children that require their services. We have a united front that works vehemently to ensure that we educate internally and externally. Our system educates parents in skills needed to help their children and to combat the detriments of single parent homes and diversity. Our schools are placed in low-income communities and accommodate on a county basis.

SECTION 2: DATA COLLECTION Reflective Journal Week 1: Rules & Procedures/Education Philosophy
Hindsight is 20/20 and prior to evaluating myself, I dont think I gave much time to the seemingly minute components of what I do. Interacting with my classmates and doing the research required, sparked my desire to learn more. Though my philosophy of education was sound, it did me the world of good to put it in writing for reference. So often we become complacent in our daily routines and we do things because we are told to do them. The classroom rules and procedures were concise but generalized. We have the rules in place but they were not as affective. Reading the responses of my classmates animated my creative genes. As I worked on the foundational assignment (discussion board), new ideas sparked the fire of understanding and application. Following my philosophy, I feel I am on the right path to self-improvement. In
Classroom Management Plan Page 3 of 87 improving myself, my skills will progress and develop. This will lead to better classroom management. My hope is to do better as a teacher and thereby help my students learn more. Policies and procedures are vital components of initiating philosophy. Learning to teach starts by teaching in order for the students to learn. The struggles of learning while teaching can be difficult; however once we begin to truly study our craft, these obstacles become welcomed challenges. This week answered a lot of questions and created more than those that were answered. My desire to do a better job has been sparked. I hope it will ignite my cognitive skills and creativity to better serve my learners.
Week 2: T-Chart
Looking into the mirror can be both fearful and refreshing. Cataloguing my positives and negative as strengths and weaknesses forced me to look at the one person who can expound on improvement--me. Putting it in writing enabled me to visual analyze myself objectively. Understanding why I am the way that I am and physically seeing my faults empowers me to grow. If I grow, my students will grow. Being honest with me is also very helpful. I can already see progress in life. This exercise invades other relationships in life. Working on me is probably the toughest job ever. It is easy to see the faults of others. The truth is that we each have our own share of problems. Improving perception and communication will be vital to my learning process; therefore, my classroom management skills will also be positively affected. Selfassessment is vital to understanding interpersonal communications. It also helps with non-verbal communication and equips me with the skills to better think before I speak. I am also forced to pay close attention to the attitude that is displayed by me with administrators, parents, peers, and children. It is easy to the changes that others may need to make. On the contrary, it is not so easy
Classroom Management Plan Page 4 of 87 in making the changes within. Learning to write things down gives a visual of what needs to be done. Devising a checklist (and IEP) for me may help in my development. I struggle to make the needed changes in my weaknesses; nevertheless, I will not give up. I have a map and a GPS in this assignment. I hope for strength to stay on the path.
Week 3: Barriers to Inclusion/Class Meetings

Including special needs children has its technical and objective protocols and procedures processed by the IDEA. These rules and regulations are very helpful and applicable to special needs genre of education. With that being said, there are still some loop holes and referendums are needed. With realizing the need for improvement, I am becoming intimately knowledgeable of the barriers to making change. The chain of command of diagnosing and placement procedures seems insurmountable. School policies dont necessary reflect the concerns of the parents involved. Journalizing and organizing with other teachers, I am developing a paper trail of discovery. By not just talking about it and by documenting the issues and forming a center team to discuss these issues as a team, I am finding that I was not isolated in my thoughts. We can work together to remove many barriers or build bridges to overcome them. Having classroom meetings with preschoolers seemed a bit funny to me. However, when I spoke with my center director about the idea, she influenced me to give it a try. I was worried about the battle of change with the children. But they rose to the occasion. Giving them the opportunity to participate in their education helps them learn. I am learning so much and am thankful for the knowledge and understanding of this unit. We immediately put it into action and I am seeing positive behavioral results. Of course nothing changes overnight but any progress helps. I will have to pray and continue to research to help me and my students.
Classroom Management Plan Page 5 of 87
Week 4: Teaching Productive Behavior

Learning the step-by-step examples in the texts was invigorating. When it comes to improving an already frustrating situation of behavior in the classroom, it is important to know that change does not happen overnight. Just as it is in all walks of life, change takes a purposeful attempt. Moreover, change begins within. A teacher cannot make changes within the classroom unless the teacher makes changes within himself or herself. Understanding the dynamics of the classroom and abiding by the rules of the system should not be detrimental. Abiding by the rules of the educational systemrules that are directly established through federal guidelinesassists in the full understanding of the system as a whole. Building upon the foundation of those before will assist in the development of contingency plans for the future. The system rules help in acclimating new rules which correlate to the individual classroom. Understanding the causes of bad behavior, gives pivotal insight to the effects. Asking the right questions will assist in the recovery of order. Asking the right questions lead to a better understanding of the individual child and the class. Children feed off of our direction. If we are leading in the wrong direction and in the wrong way, the children will be just as wrong. The head directs the functions of the body. The body of the classroom depends on the direction of the head which is the teacher. There is a great challenge for teachers to maintain control in communicating vital expectations and rules. Rewarding good behavior is great. Even with disruptive children, I should catch them doing well.
Week 5: Reflections
Looking back at the previous weeks is a welcomed eye-opener. I am able to understand the lessons that may have been a challenge in the beginning. Learning continues on a daily basis. Researching has been helpful. I was disappointed because I did not pay attention to detail. I thought I had everything in order. This error has given me more patience in dealing with my learners. My co-workers have all been given the word that I am making moves and changes in my classroom. My assistant is being taught by me by means of hands-on-training and action. We are more organized and our achievements continue to compile. Challenging myself and looking at my documented history enables me to make better decisions. I am not so frustrated and I am no longer burned out. My ability to control bad behavior enhances my capabilities of teaching valuable skills and managing my classroom. By creating a special needs assessment plan for those students who have IEPs, I was able to make the classroom environment more productive. The students (special needs and normal learners) are bonding better than I expected. Implementing this plan of action enabled me to see that there is always room for improvement and I cannot always depend on the system to make those changes. How we approach the learning and teaching process should be personal and non-biased. Being comfortable in the learning environment is vital for the children to learn and the teacher to teach. If everyone is comfortable, learning will be easier.
Week 6: Teacher Behavior and Classroom Management

Though the role of the teacher was what I thought obvious, I have learned there is much more to the position and its responsibilities. Understanding the various theories (Sornson and Jones v. Jones) introduced the comparisons and contrasts of leadership and management. I
Classroom Management Plan Page 7 of 87 always thought of these as synonymous ideas; however, I have learned that there are some differences and depending on the environment and the individual affected, one may have to use a combination of them both. That is my new adopted strategy. The theories have authors and names; I have applied them for years but did not have intimate knowledge of what I was doing. It has been said that knowledge without understanding is dangerous. I had the understanding but did not quite have the necessary knowledge to use it to its full potential. Being observed enabled me to get feedback from my superior. Ms. Harris gave me vital input and I was given a thumbs-up for improvement. Understanding the needs of my children is important to devising a lesson plan strategy that will enable all to grasp the subjects. Establishing my own motto gave me initiative to spread it throughout our school. Following the example of the scenario given gave me real-world understanding of the need to motivate all involved. Devising my motto took serious thought. So often, we think of education as remembering facts; however, I have learned that education is more than remembering facts. It encompasses moral and social development which enables the child to feel a sense of belonging and help in his/her cognitive development and social behavior.
Week 7: Documentation and Themes/Patterns

Documentation can be the foundation for future generations or can cause detriment to a future. There are several processes of documenting and just as many ways to record present accomplishments for future references. Documentation enables the teacher to understand and identify patterns of behavior in order to thwart and prevent future actions that are similar and identical. Having this knowledge will equip the teacher with addressing the known and facilitate the unknown aspects that may trigger the behaviors. Researching the issues of themes, triggers,
Classroom Management Plan Page 8 of 87 and patterns gave me a broader perspective of educating others and me. With so many options available, a conglomerate of them all best suits me. Applying a theme can prevent prior behavior observations and enable the child to learn a skill that is subliminally taught through various creative avenues to appeal to their individual senses. Having qualitative and quantitative subjective and objective references give the entire picture of the child and the circumstances involved. By utilizing a behavior chart, I learned that for certain students there was a pattern of negative behavior on certain day. I observe what may be happening at home and have formatted and devised plans of action that are working well. Knowledge is important but understanding is better. In an effort to intervene and then prevent bad behavior, I must be patient and not jump to conclusions. Each child is different and has the right to a good education with the amenities afforded to normal children. In so doing, I have further learned that assessing myself allows me to grow. I am able to set goals and strengthen my weaknesses.
Week 8: Rewards and Punishment/Levels/Disability Discipline

When operating and navigating through the craft of teaching, we must be careful to assess the entire spectrum of behavior. Understanding how to ascertain what causes a particular affect can be advantageous to the teacher and the child. This will also help in assisting the child to learn the needed skills to progress to the next level and enable the teacher to develop an appropriate positive relationship. The nine essential skills for the love and logic teacher were important to assess and understand. Each skill seems to be a necessary component that builds and applies to my skill of choice: Developing positive teacher-student relationships.
Classroom Management Plan Page 9 of 87 These relationships are determined by utilizing the other essential skills. A positive relationship with a child or with children will equip the teacher to better communicate verbally and non-verbally. By having an appropriate positive relationship, we can deter negative disruption and disable the growth of unwanted negative behavior. Comparing and contrasting the discipline issues between normal and special needs children gave me greater understanding of policies and procedures. Understanding the rules give me better respect and ability to utilize and follow them. The fact that the IDEA was the catalyst to the ADA and the regulations that each have for ensuring that those with disabilities are cared for and provided the needed resources to achieve a common goal as the normal children, has its foundation in civil rights. When it comes to rights, we all deserve our fair shake. As a teacher, if I dont include my special needs children in my daily plans and future aspirations, I will sooner than later crash. Inclusion is vital to understanding and integrating fair education for all.
Week 9: IDEA and Section 504 Accommodations In the past, I just followed the rules set before me to the best of my ability. Following the letter of the law and can become a repetitious and uneventful conduit to complacent behavior. The research taught me the reasons for the Individuals with Disabilities Act (IDEA), Americans with Disabilities Act (ADA), and the specification of Section 504. Understanding the underlying objective and somewhat confusing information gave me greater respect for the administrators of our special needs department. This is a civil rights issue and is vitally important. I have knowledge on who qualifies for assistance under Section 504. The criteria are
that the child must have a physical or mental impairment that substantially limits one or more major life activities including learning and behavior, have a record of having such impairment, and/or be regarded as having such impairment. The accommodations consists of education in regular classrooms, education in regular classrooms with supplementary service, modifications, and/or accommodations, special education and related services, or any combination of the former issues. These laws are in place to ensure that discrimination against those with disabilities should not occur.
U02a2 Mini-Intervention Plan Getting Out the Anger: Nipping Bullying in the Bud Social interaction is a class of 20 or more can be a challenging experience. Children are used to the being the center of attention in their home and personal environments. They are given more personal attention at home than a teacher can afford to give in the classroom environment. When introduced to an environment of other children their particular age but from different cultural backgrounds, these idealized beautiful children can become viciously aggressive. The behavior can be considered very negative. They form cliques and establish dangerous isolated groups that are borderline gangs. Working in a publicly funded federal program that caters to low-income and limited socio-economic single parent homes, is an introduction to a plethora of behaviors that are conducive of the home environment. Negative behavior like battling for attention leads to the
Classroom Management Plan Page 11 of 87 issue of my concern; bullying. I find it ironic that bullying begins so early. The majority of children desire to be the center of attention. As visitors enter the classroom, my class will immediately begin the battle for who has the best this and look at what I have and my momma bought me this at home. The struggle to get the attention of the visitor brings out the worst in my children. Harmful words, ugly looks, loud voices, and even physical aggression come into play. This disrupts the structure of the lesson being taught and the classroom as a whole. I have even witnessed the children behaving like they see adults by talking and yelling at each other because one or more may not do or want to do what they are told by the aggressive bossy bully. I often wonder where a child gets this behavior. It didnt take me long to remember that children are a product of their environment. Bullying is more than physical and these children witness these negative behaviors in their home environments. Like an infectious epidemic, it oozes into their individual psyche and debilitates their social skills and behavior. I would like to teach my children to develop sympathy, empathy, honor, respect, and humility. Developing these skills will help with communication and understanding of society as a whole. If they learn to look beyond themselves and appreciate others, they will treat each other better and this will improve the classroom environment and the learning process. Inclusive education is vitally important and I must ensure that parent are involved and participate in the planned activities. I will immediately implement my plan by addressing the classroom rules and the roles of the students. By continuing what has been established by teaching the rules, I will begin a morning routine of singing the behavioral rules as we do the Twelve Days of Christmas. This is a familiar tune and we will begin to sing the entire scale as a group and eventually give each group an individual rule. This routine will facilitate and perpetuate the lesson plan.
Classroom Management Plan Page 12 of 87 Lesson Plan Getting Out the Anger: Nipping Bullying in the Bud 1.0 Description 0.1 Applying real life experiences to teach social skills in a non-evasive approach to eradicate misconduct by means of emotional and/or physical abuse between peers and peer groups in the classroom environment. Negative behaviors are easily learned and correcting the many attributes and variables within a community of multiple personalities can be difficult. 0.2 Correcting the negative by introducing the positive is important. It is important to teach empathy Do unto others as you would have them to do unto you. Eradicating the idea that misery loves company will help the children seen the positives of life and be aware of how good it feels to be happy. Having this feeling will help them be calmer and nicer to each other; thereby, assisting in their cognitive and social development skills. 2.0 Objectives 2.1 To stop aggressive behavior 2.2 To develop alternatives to violence 2.3 To introduce children to healthy communication 2.4 To teach how to make positive choices in negative situations
Classroom Management Plan Page 13 of 87 3.0 Materials 3.1 The use of coloring pages applicable to the contrasts and comparisons of emotions like (anger, nice, mean, happy, etc.), 3.2 A color chart that ranges in color and represent various emotions by color range (to assist in learning colors and attributing them to signs in society). 3.3 Construction paper of various colors to create budding flowers with emotional descriptions to plant a class garden (bulletin board) of positive behavior. 3.4 Helper (favorite toy or stuffed animal). Books like Arthurs April Fools which deals with negative behavior and bullying and other books. 3.5 Puppets for Role play 3.6 Markers and Crayons 3.7 Color pages 4.0 Activity and Application 4.1 The rules of the classroom are important, emphasizing what they are at the beginning of the day. This will be a continual process and a daily routine. 4.2 Introducing various emotions and have the children express when they have felt discussed emotions. 4.3 Compare and contrast negative and positive behaviors and feeling.
Classroom Management Plan Page 14 of 87 4.4 Role play with puppets and stuffed animals to further emphasize real world processes. 4.5 Creation of a flower from stem to bud and add petals of appropriate positive behaviors with the colors of their choice which will represent the child. Then this collage of flowers will be an important part of the Beautiful Life Garden bulletin board. 4.6 Read books and question what is learned (remembering the characters and how they felt will help establish a foundation of remembrance. 4.7 Puppet show performed by parents and volunteers based on real world experiences. 4.8 Teach ways to combat negative behavior in the suggested 4 modules by using the Kia Kaha Curriculum. 4.8.1 Module 1: The Same But Different 4.8.2 Module 2: Hurting 4.8.3 Module 3: Put a Stop to Bullying and Negative Behavior 4.8.4 Module 4: A Cool Community 4.9 Emphasize consequence and rewards in reference to rules. (Positive and Negative reinforcements).
Classroom Management Plan Page 15 of 87 5.0 Assessment Analyzing individual children reaction to the various levels of the lessons will be the first observatory assessment. One on one focus on two-to-three per day students will allow intimate knowledge of their grasp of the curriculum. Asking each child a question from the current and past modules to see what they remember will see how much of the material they are retaining. Journalize the successes and failures and develop contingency plans to correct errors. 6.0 Desired Response to Lessons (Messages) 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 I dont have to put up with bullying It is not okay to bully Being mean hurts others and myself Bullying and bad behavior hurt inside and outside I am unique and special The way that I act can help or hurt others People are the same yet different I have rights and responsibilities Its okay to tell
6.10 There are people I can ask for help 6.11 There are things I can do to stop bullying
Classroom Management Plan Page 16 of 87 6.12 I can play safely without hurting others 6.13 Be a friend to have a friend 6.14 I am responsible for my own actions 6.15 I can help make my class a friendly and bully free zone 7.0 Resources Kia Kaha Curriculum Bully Free Zone Evaluation of Effectiveness Establishing an Individual Education Plan Checklist for this curriculum listing the desired messages and a numbered scale chart which measures one (1) to five (5) with one being not learned and five representing full understanding, will assist in evaluation. Journalizing the individual childs response to the questions will help track his or her comprehension and enable me to see what changes need to be made. As I begin to notice patterns, I can better determine the changes that need to be made. This will work on an individual basis and will positively affect the overall process of education and classroom management.
Classroom Management Plan Page 17 of 87 U05a2: Mini-Intervention 2 Tracking Accommodations Accommodation Chart Special Needs Assessment The special needs students in my class range from mild to severe. Each child is special and they have different physical and mental disabilities. It has been a challenge to get them the things they need to feel as though they are a part. Stacy, Germaine, David, Tamera, and Jasmine are all special children. I just have to work harder at getting them what they need. Accommodations Change sitting assignments Print Larger Copies for those with seeing issues Color Code resources like books and toys Restructure the room so I can be closer Work on the language of all involved these children are not one of them they are one of us Get better materials and resources Provide better seating No Yes Purchase better books and equipment Purchase new chairs with Yes Introduce better phrases and inclusion statements Yes No Trying to establish which toys best suits the children Still adjusting Yes Yes Implemented To Be Completed Still needs tweaking
Classroom Management Plan Page 18 of 87 cushions Heated towels for warmth Yes
Changing seating assignments, providing larger prints, changing the room order and stations, and getting better materials have all been implemented. I am working hard at adjusting to better accommodate. It is still a work in progress. The children seem to really like the immediate changes that I have made. Color coding is a little more work than I originally thought. Implementing the plan has been educational and has presented its share of difficulty. Funding is an issue but I am working through that. With the plan in writing, I find that I am doing better by the children but I still have work to do. With it being so late in the school year, the furniture cannot be bought till next term. With that being noted, I bought some chairs out of pocket. Finding the appropriate resources (large prints and toys) has been quite easy. When I go to the educational supply source, they have what I need. For years, I have just looked over them but I am now somewhat stuck in these sections. I have purchased resources for school and for the home. I find that they are learning much better because they are comfortable. I am meeting with the source center to develop a viable color coding system that will be applicable to the needs of my children. The staff at the source is very knowledgeable and they have great ideas that will work for my children and me. I have added an assessment sheet in each of the childrens IEP and am evaluating their progress weekly. Numerical scales are my favorite because they give me a quantitative and objective analysis tool. If my children are grasping the material better, I know that I am doing
Classroom Management Plan Page 19 of 87 them a great service. Much like our grading checklist for this mini-intervention, I can better grade what needs to be adjusted. I also ask questions of the children. Do you like the new book? What can I do to make it better? These simple questions have great answers coming from my learners. Stacy, Germaine, David, Tamera, and Jasmine Stacy and Jasmine both have Multiple Sclerosis and have issues with their joints. This makes it difficult for them to grab small items and it also affects their sight (side effects from the medicine). Their motor skills are challenged but they are full of energy. Providing better seating and bigger prints has allowed them to be more comfortable. I have also added heated towels to the menu. This cold weather causes them pain and it is difficult to instruct or to learn in pain. The simple idea of warm towels helps them get settled and they are ready to learn. Germaine, Tamera, and David are mildly autistic and developmentally delayed. The new resources enable them to better grasp the skills needed to learn. Better resources indicate better understanding. The children seem to be positively affected. Following the suggestions of the Each child is evaluated daily and at the end of the week, my assistant and I evaluate them separately and collectively. This is noted on their IEP and assists in any adjustments needed for the following week. Week 1 There seems to be little affect. They are still adjusting to the new. Developing new routines and changing the room around seems to have an adverse affect for my autistic children.
Classroom Management Plan Page 20 of 87 I have to be patient and get them used to the changes. Their learning has seemed to stopped. The paraprofessional (University of Mississippi Child Psychologist) gives me guidance. I was a bit discouraged; however, he motivates me to continue the process. My physically challenged students are adjusting well. Week 2 Things are looking up. Germaine and Tamera are getting better at adjusting. They seem to be doing a great deal better at understanding the changes made in routine. David is not adjusting as quickly. He has become difficult to communicate with. He is very resilient. Stacy and Jasmine are happy and are more focused on their work than their pain. I must be cautious with David. Week 3 David is finally coming around. It has taken three weeks but it is finally working. All of my special needs children are adjusting and the regular class is enjoying them better. They are not isolated and they have integrated well. I now need to adjust some seating charts. This is a work in progress. I realize that there is no set standard in educating children with special needs. I have to plan better. Every child is different. Though they may have the same disability, they need help on different levels. I cannot generalize my approach. I must individualize all plans. My assessment plan coincides with my other assessment. Numerical Scale 1-5. 1. No advancement 2. Little advancement
Classroom Management Plan Page 21 of 87 3. Getting an understanding 4. Better understanding 5. Achievement This scale is used to assess their growth and knowledge of all areas motor, social, and cognitive. This helps me to set the goals to be reached and devise a plan of action to achieve the goals. Once again, this evaluation occurs daily and weekly. Week 4 All participants have acclimated to the implemented changes. In an effort to better understand and to plan for the future, I am looking at previous successes and tweaking my plan. These adjustments seem to be succeeding and my approach using understanding of the individual children and their individualities is very helpful in teaching them and learning for me. It is my hope to continue utilizing my processes. I find that though children are similar, they differ emotionally. Learning to develop better relationships enable me to better understand their needs and equips me with the skills to address them individually and collectively.
Uo7a1: Mini-Intervention 3 Functional Behavior Analysis Functional Behavioral Analysis Name: Devante Birth Date: 2004/12/21 Age: 5 years 2 months
Classroom Management Plan Page 22 of 87 Date of Plan: 2011/01/24 Parent/Guardian: Mother: Samantha Hill Hunt & Father: Julius E. Hunt School: Institute of Community Services, Incorporated (Tate County) Grade: 2nd Year Head Start (1st Year in my class) Background Information Devante's behavior can be quite extreme when someone gets in his way or when he is upset. His actions are not particularly rational and some of his behaviors endanger others or himself. A few samples of these types of behaviors are given in the following table. Overall, there have been18 documented examples of such behaviors since September of last year. Most involve an attack (one quick hit or push) and then escape (running out of the room screaming). However, a couple of incidents have resulted in intense fights when his peers or paraprofessional did not back down. If restrained at these times, it can take only minutes for Devante to calm down to a level of reasoning. Prior to implementing the new class meetings and applying new routines, this seemed as though this will never end.
School Home Physically pushes his classmates to get to the front of Screams and yells to get his way. the line. Inappropriately touched female paraprofessional and female classmates. Hit a paraprofessional seated in front of him in the
Is verbally abusive and disrespectful to elders and peers. In order to get his way, he
Classroom Management Plan Page 23 of 87 back with his fist, this was without apparent reason and he used sufficient force to cause the paraprofessional to leave the room in pain Broke pencils and totally destroyed arts and crafts when he was having trouble with assignment Throws rocks (which he brings from home) at others during outside play. threatens to hurt himself and others. Refuses to be rational at times. Has damaged his room and some of his own things when upset Refuses to talk to psychologist when attending prescribed meetings dictated by the school and physician Devante has had difficulties since the sudden death of his grandmother and grandfather in a fatal car crash
Elbowed another child in the back causing bruises when angry about the other child winning the game that he was losing.
Coping Strategies and Patterns When Devante is intent on doing something and someone tries to get him to stop, he usually ignores the person and continues what he is doing. It appears to matter little if the person is a peer or an adult, although Devante does appear to respond more positively to young children when they try interrupting him. If the person becomes more demanding, Devante (on a good day) will stop what he is doing but will stop with a physical stomp or a verbal scream. On a bad day at school, Devante may simply refuse to recognize the adult or get up and leave the room, usually quite loudly with some comment such as "I dont have to work in this stupid place". At least
Classroom Management Plan Page 24 of 87 three times when teachers attempted to stop Devante from leaving the room by standing in front of him or verbally commanding him, the result was physical. At home he may begin calling his siblings names and, if they dont retreat, leave the home saying "I hate you. You dont love me anyway! And may damage something on the way out. He has also destroyed items of the family member with whom he is angry at the time. Devante will work quietly and intently on a task when he knows exactly what to do and has a high chance of success. He does not appear to be bothered by the fact that the task is repetitive. In fact he appears to take comfort in familiar tasks. This is particularly noticeable when Devante is agitated. On good days he may offer to help his mother with a chore. He may lose interest after a while but, if the task is short, he will complete it and seems quite pleased with himself. This is one of the few times he will accept praise if gently given. He likes hanging around playgrounds where there are younger children and will sometimes help a child who needs a swing or spin. However, he did get into trouble a few times when he intervened in a situation where a larger child was bullying a smaller one. His behavior is extreme at times and he bullies his classmates and verbally intimidates and physically abuses his peers. Development and Function of Student's Emotional/Behavioral Problems Devante has been moved around a great deal. His mother and father have recently gone through a divorce and Devante believes that they have to be together. There are still some unresolved issues and his father has threatened to take him from school when difficulties arise at school even though his father is vehemently working contact with Devante. Devante has seen and possibly experienced extreme violence from a trusted adult and will, when he feels cornered or unfairly treated, strike out although his first response is to withdraw or run. Devante takes a great deal of
Classroom Management Plan Page 25 of 87 time getting ready to meet with his parents. Later, he gets into an argument over simple issues and will sometimes destroy things, particularly things he values. Devante is also very stressed leading up to court cases (dealing with his parents divorce) and will become confrontational and defiant over simple requests when a court case is nearing. During early life, Devante was dependant on his grandparents for care because his mother was in the military and his father worked a great deal of the time. His brother was a good leader to him and they were very close. He can be very self-reliant and may not always trust adults to come through for him or meet his basic needs, including nurturance. This creates conflict when adults want him to "wait" for meals or trips to the mall or theatre. Devante becomes quite anxious and agitated while waiting for positive events and may do something that causes the event to be cancelled. Through much of his early life, Devante survived through his own wit, skill, and determination. He is highly self-reliant and has limited experience in meeting the needs or requests of others. He has learned to take care of his own needs and his brother's needs. He does not connect with adults easily. He is also very vulnerable to failure. This may tie in with a sense of shame, a feeling that there is something basically wrong with him. After all, he is the one who cannot live at home. When most vulnerable, he becomes agitated when faced with a difficult task and may give up easily. If any corrections are attempted, he may react in an extreme manner. Many people have given up on him in the past and it is not a surprise if someone gives up on him now. Diagnostic Information
Classroom Management Plan Page 26 of 87 Dr. Sidhu, a psychiatrist, has made a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), predominately hyperactive type with some symptoms consistent with Oppositional Defiant Disorder. There has also been some discussion as to whether Devante's behavior is truly related to ADHD or to an underlying depression or anxiety. The school psychologist has reported elevated scales on the BASC in both anxiety and depression. A diagnosis of depression would fit with some of Devantes statements. However, the depression could be more situational than clinical. He certainly seems more "down" and defeated when his parents dont show for visitations or when court cases regarding custody are near. A trial of Ritalin has been given. On good days the Ritalin seems to help Devante control his impulsive behaviors. On bad days, it has little impact and has him delusional and unresponsive. Although the medication will be continued and monitored by home and school, it is clear that additional interventions will be required. Weschler Intelligence Scale for Children indicates that Devantes underlying thinking skills and conceptual understanding are appropriate for his age group. His nonverbal skills are in the high average range and his verbal skills are in the high end of the low average range. The results compare Devante with students at the same age level. He would be at the low end of the normal range if he were compared with other students in the classroom. Nevertheless, Devante may need help with some verbal concepts. He may become confused if instructions are only given verbally, but he will benefit from a teaching style that demonstrates and models expectations when a task is given. Summary of School Performance
Classroom Management Plan Page 27 of 87 Devantes sight words and analytical skills are quite weak. He sounds out the initial letters in a word and then guesses at the remainder of the word. Devante may use the basic shape of the word when making a final selection, but his main tool is context. Since he is quite good at using context once he understands the story, we can develop basic sight skills through reading words in context rather than in isolation if we insure that background knowledge is accessed or developed. Analysis can be systematically taught from the words he knows within a story. Devante's arithmetic skills are fairly strong. He has good understanding of mathematical concepts and fairly good addition and subtraction skills. His multiplication facts are weak, which also affects his division skills. Practice in this area would help. There are effective computer programs designed to help students memorize rote mathematical facts. A program that visually displays the question and answer together and does not show incorrect answers would be most effective for a student like Devante with strong visual skills. Although Devantes writing appears quite messy, his fine motor control is good. He has some trouble with punctuation but responds well when asked to edit material for capitals and periods. Commas are a little weak but Devante is not alone in this area. The major problem appears to be in spelling. He is very capable of developing story lines when using pictures to represent the story. The pictures are quite detailed and the sequencing is appropriate. His story telling is detailed and the language is appropriate if he knows that he will not be asked to write the story. Once he knows that he will be asked to write the story, his vocabulary becomes more elementary and his flow of ideas more stilted. He appears to be selecting vocabulary from the bank of words he can spell and this limits the selection of words and ruins the flow of thought. Thus his writing appears to be at the grade one level while his capability to develop stories is near his grade level.
Classroom Management Plan Page 28 of 87 When spelling, Devante loves to sound out words. This verbalization sometimes distracts his peers. This is not his strength nor is he very successful at it. However, the limited success he has experienced has come from this approach and Devante will not give up using this approach without a great deal of support and success. Initial indications suggest that Devantes spelling could be improved using the Ves Thomas approach, which is highly visual. This could become part of a whole class strategy when introducing new vocabulary. An individualized program will also be needed since Devante has many gaps in his spelling and needs to relearn critical primary vocabulary.
Summary of Needs System Needs
Foster parents need to know that when Devante leaves home in anger, there are supports to help find him and help him find a way to return unharmed.
All children, including Devante, need to be safe in the school. Foster parents need to insure that valuables in their home are not damaged, particularly those that are difficult to replace.
Devante needs positive support and specific counseling to deal with grief and depression
Classroom Management Plan Page 29 of 87 Learning Needs Social:

Devante needs to develop a sense of trust in trustworthy adults. Devante needs to find and more acceptable ways to deal with feelings of shame. Devante needs to realize that there is a connection between what he does and
positive things that happen.

Devante needs to begin to see himself as a competent learner. Devante needs to learn new social skills and develop positive friendships.
Academic:
Devante needs to have an opportunity to learn using his strengths (e.g., visual
skills).
Devante needs to have an opportunity to learn in low-risk, highly supportive learning environments that challenge him but provide him with the tools for success in advance.
Devante needs to have an opportunity to perform positively in front of his peers, so they begin to see him as a competent learner (in turn he may begin to see himself this way).
Devante needs to be given a safe opportunity to develop missing skills in a way that respects his underlying sense of shame. Personal / Emotional Needs
Devante needs to needs to know that his environment is safe and predictable.
Devante needs to know that basic needs such as food are housing will be
available.

Devante needs high support and preparation when new tasks are to be faced. Devante needs low stress times to get himself (feelings, fears, anxieties) under
control.
Devante needs the opportunity to talk to an involved adult before and after
parental visits.
Devante needs the opportunity to use his "helping" talents with young children and adults. Student Specific Outcomes (May 21, 2011 is the target date for Devante to meet these outcomes. The team will review progress in each of these areas throughout the school year.) Emotional / Behavioral Outcomes (These outcomes should be met by mid-May [some gains may be lost in June when school activities become less predictable].) 1) Regarding Safety Issues
Devante will remain in the classroom for most the school day (6 out of 7 classes) and reduce the number of classroom suspensions by 25%.
Devante will go outside at noon recess and take part in student activities without
harming other students. 2) Regarding Trust Issues
Devante will be able to follow directions given by his parent(s) and teachers and do what is requested without major argument, two out of three times.
Devante will be able to follow directions given by the classroom teacher without
argument two out of three times.

Devante will be able to go to the office when asked without argument. Devante will ask for help when having difficulty with a task (at home or at
school). 3) Regarding Friendship Issues
Devante will have at least two people who he plays with during free times who become involved with him both at home and at school
Devante will receive or make at least two phone calls a week to "friends" or play-dates with peers. Utilizing our parent network and the parent liaison will help. 4) Regarding Basic Needs
Devante will wait until recess for a snack without asking for one.
Educational Outcomes (These outcomes should be met by the end of April.) 1) Grade Level Learning Devante will be able to meet the grade kindergarten outcomes in all the core subject areas with a score of 80%. 2) Filling Gaps in English Language Arts
Classroom Management Plan Page 32 of 87 Devante will demonstrate progress in formal testing of at least one year all applicable cognitive skills. Devante will demonstrate success in comprehension with regards to what is expected in letter identification and sounds Methods, Materials and Strategies Identification of Safety, Shared-Service and Educational Goals Multisystem Education and Treatment Plans Safety Goals (goals that address systems needs):
provide alternative placements for times when Devante is at risk of injuring others or himself
create crisis response supports for the Smiths when Devante puts himself in
jeopardy
reduce damage to the Smiths valuables
Shared-Service Goals (goals that address personal/emotional and learning needs):
create a predictable and consistent environment with few changes, to help Devante develop a sense of trust (learning need) and safety (personal/emotional need)
create opportunities for Devante to have low-stress times (personal/emotional need) and more control (personal/emotional need) when he is most vulnerable to emotional stress<
create an environment where some basic needs such as food (personal/emotional need) can be met and where Devante can learn to wait for some needs to be met (learning need)
create opportunities where completion of work is rewarded (learning need) and where Devante can begin to see himself as a competent learner in new situations (personal/emotional and learning need)
create opportunities where Devante can learn new social skills (learning need) and possibly develop friendships (learning need) Educational Goals:
create a classroom environment where students with a variety of learning styles, including Devantes visual learning style, can successfully learn and present information in the class
introduce adaptive strategies in the core subject areas to help Devante meet curricular goals in these subject areas
develop direct teaching strategies and programs that will help Devante fill the academic gaps in ELA and mathematics Case Management Process Lori Rogers, the caseworker with Child and Family Services, will manage the community part of the program and insure that resources are available to Devante and the Smiths. She will convene meetings with parents and outside professionals as needed. She will also arrange for additional home supports if they become necessary. Sarah Johnson, the resource teacher, will manage the school part of the plan to insure that resources are in place and that strategies are successfully implemented. She will chair school-
Classroom Management Plan Page 34 of 87 based meetings to address educational concerns and provide training and direct support where necessary. The full team will meet monthly until it is felt that the program is progressing successfully. Communication around the program will go directly to the appropriate case manager, who will resolve problems at their own level or call a meeting of the full team if necessary. Care Plan for Devante Shared Service Home Environment Goals Create predictable and consistent environments with few changes to help the student develop a sense of trust (learning need) and safety (students personal need) Devante is ADHD

School Environment
Child and Family Services will provide supports so the student can remain in the home in the long run. These include respite twice a week and support for summer camps Parents will promise only those things that they will follow through
Devante will be placed in a program that has a consistent teacher throughout most of the day
Devante will be taken aside and forewarned whenever changes are to be made to staff or program
Create opportunities for Devante to have low stress time
When activities
Classroom Management Plan Page 35 of 87 with (personal need) when he is most vulnerable to emotional stress May be quite parents to insure depressed during that planned these time and get meetings occur as down on himself planned and will He may not respond to positive encouragement when down meet with Devante when parents do not follow through with commitments. normal one for the day that matches the using a routine or one-to-one
are to be changed Child and Family Services will work carefully with dramatically, Devante will work with a small group
References: ANNOTATED BIBLIOGRAPHY

Annotated Bibliography: Summarization Bordini, E. (n.d.) Accommodating for Childrens Special Needs in School: Assistance from Section 504 and Federal Regulations Concerning Learning Disabilities. Retrieved
Classroom Management Plan Page 36 of 87 February 22, 2011 from http://cpancf.com/articles_files/accommodatingchildrenspecialneeds.asp With direct links to the IDEA regulations and other governmental sites, this article gives great detail to ensure that the reader grasps the understanding required to facilitating the appropriate approaches to handling those who are considered disabled. This source informs of the detailed steps that ended and still pursues in the provisions listed in Section 504 of the Rehabilitation Act of 1973. By stating that the lack of understanding often places parents and schools in conflict and jeopardizes a positive school experience for a struggling child, the author, Ernest J. Bordini, Ph.D., Executive Director, Clinical Psychology Associates of North Central Florida infers and conveys information that is indicative of understanding and applicable to compliance to the laws before us. By approaching the specialized issues of ADHD children and adults and giving pertinent information that is sensitive to the needs and resources allotted to and for ADHD participants, I better understand the underlying issues that affect the approach of discipline.
Can Teach. (n.d.) Classroom Meetings. Retrieved from http://canteach.ca/elementary/fnations89.html The process of developing a class meeting environment on behavior issues with which we all deal was discussed. Subjects like fighting, name calling, stealing, racism, and a host of other behavioral problems can be handled preventively. Cause and effect with a
Classroom Management Plan Page 37 of 87 step-by-step process was helpful. It emphasizes that If students are to be involved in making decisions about their lives, we must structure experiences that facilitate decision making. This emphasis on decision making is key to social development (Can Teach, n.d.). Classroom meetings can seem to be a subject of opinion. This article possesses comments from published educational professionals and enables the reader to understand from real-world experiences. It also gives many links to other sources that further detail vital information concerning the topic. Conners, S. (2010) Section 504, the Americans with Disabilities Act (ADA) vs. The Individuals with Disabilities Act (IDEA) What is the Difference? Retrieved February 20, 2011 from http:// www.nldline.com/iep_vs_504.htm This article gives detailed information that addresses the issues of Section 504 in reference to IDEA regulations. With references to governmental agencies and valid links to these references, this article is proven to be valid. It also gives pertinent information that enables the reader to better understand the various issues that apply to greater understanding of such statements like does not qualify and issues that deal specifically with ADHD and ADD. Understanding the important differences for the parents who feel that their children have been denied services under IDEA guidelines involving specific disabilities is the difference in the definition of handicap. In addition, Children qualifying under IDEA must have specific listed which results in a need for special education. Having knowledge and understanding of the specifics assist parents and educators in better understanding what is needed for the children.
Classroom Management Plan Page 38 of 87 Connie, M. (n.d.) Stepping Out. Retrieved February 25, 2011 from http://teachers.net/lessons/posts/285.html With a variety of links and resources that validate the subject of correcting misbehavior, this site references governmental guidelines with a variety of creative assets that allow the teacher to set a comprehensive pattern of learned behavior. It explains the step-bystep processes with examples that directly relate to the final assignment. Understanding what is needed and the lessons that need to be taught will enable a teacher to devise a lesson plan that will systematically achieve objectives and thereby achieve goals. Respect encompasses responsibility. This site teaches the teacher how to devise plans that give the children an opportunity to assess the choices that they make and why they may need to change their thought process. Focusing on acknowledgement, accountability, and responsibility, the lesson plan allows for fluctuation and enhances the cognitive skills of the students. The subject matter goes beyond rules and consequences; it gives greater understanding to cause and effect. Stepping Out is a comprehensive plan of action to facilitate change within a two week period. Though that is the plan, a teacher may run into unforeseen obstacles. With that in mind, it is best to set the timeline according to the teachers schedule. Department of Education. (2010) Protecting Students with Disabilities. Retrieved February 22, 2010 from http://www2.ed.gov/print/about/offfices/list/ocr/504faq.html Understanding rules and regulations is important. It is also good to understand the cause that facilitates the law and the actions in devising a plan of protection. Such understanding is applicable to grasping the reason for Section 504 and the education of
Classroom Management Plan Page 39 of 87 children with disabilities. Doing the right thing is stabilized on finding and possessing the appropriate information. This site is linked to the federal guidelines and sources that ensure appropriate positive comparison in regards to the subject at hand. The document gives information with dates and revision dates concerning civil rights in regards and inclusive of disability education . By referencing specific articles in the law and putting it in laymans terms, the information was easily absorbed and respected. It approaches the issue from that of the Office for Civil Rights and refers heavily to the U.S. Department of Education and various Amendments Acts that relate to what is legal and illegal when it comes to disciplining those who are considered (by law and federal regulation) disabled. I got greater understanding of the fact that children who are considered disabled in reference to Section 504 are determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Utilizing this scale of assessment enables me to better understand the whys and gives me the ability to comply. The fact that the impairments are not within Section 504 but directs those in question to the IDEA gives further solidity of the Section and its importance to the treatment of disabled children and adults. Edwards and Mullis. (2010) Classroom Meetings: Encouraging a Climate of Cooperation. Retrieved from http://findarticles.com/p/articles/mi_0KOC/is_1_7/ai_110962187/ Social workers and school counselors are vital to the special needs educational process. Relating class meetings to the education process was influential in the development of
Classroom Management Plan Page 40 of 87 my lesson plan. It also helps with formatting an effective IEP for each child. The emphases on the classroom setup were highlighted. Noting the expectations of the teacher should be reflective of the resources and environment available was to establish great reward when the classroom is effectively organized (Edwards and Mullis, 2010). ESR National. (2009) Twenty Kinds of Class Meetings. Retrieved from http://www.ethicsed/consulting/meetingideas.htm Having the option of clustering the special education classes seems to be growing. Program services can be maximized and better monitored and corrected if everything is on one site. This allows for better monitoring and team assessment. This will help the children and the parents grasp the needed skills for them. There are twenty kinds of class meetings emphasized in this article. The kinds are listed with examples of the subject matter. This helps in organizing what is best for your class. In addition the integration of the various options is phenomenal to planning and creating the ideals of classroom management (ESR National, 2009). The reference to other sources and links to other sites give some foundation on the information relayed. Knowing this is not just subject of personal opinion but a subject that has been debated by many organization and proven through the process of research is important and gives solidarity. Kia Kaha. (2009) A Bully Free Zone--The Kia Kaha Curriculum for Middle Primary. Retrieved from http://www.police.govt.nz/service/yes/nobully/kia-kaha/zone.html Applying a curriculum to behavior is something we already do; however, there was not enough emphasis in letting the children participate in classroom management. According to Kia Kaha (2009), the step-by-step process should be followed and a outcome
Classroom Management Plan Page 41 of 87 indicative of success should be seen. Educating them early through rules and procedures is vital to their cognitive development. This led me to research targeted curriculums that would assist in the transition with easy implementation by introducing specific modules were helpful. The best out there was A Bully Free Zone. By addressing the minute components of negative behaviors assist in understanding the end result of bullying. Preventive measures must be taken to thwart the increase of bullying that we now see in our schools. This site has comments and resources to validate the effectiveness of the plan. It is developed by a documented Ph.D. has a variety of applicable information for further research. Mauro. (2010) Choose the Right Special Education Placement for Your Child. Retrieved from http://specialchildren.about.com/od/specialeducation/p/specialedrooms.htm Inclusion is important. Noting the fact that there are different levels of inclusion and a variety of variables in consideration of what level of inclusion will work best was great information. Mainstream placement is not always the best; though this is usually what we do in our system. The instructional information pertaining to the resource room and classroom environment was also informative. Mauro (2010) mentions the option of the self-contained class would be helpful for those who may need special classes and for the familiarity of similar peers. Out of district placement is also an option mentioned but would not be applicable to my local Mississippi area. Mesher, P. (2010) Documentation in an Elementary Classroom: Teacher-Researcher Study. Retrieved February 14, 2011 from http://www.internationaljournaloflearning
Classroom Management Plan Page 42 of 87 This article gave the results of a research done in utilizing documentation in the classroom and its uses in the future. It is fortified by the International Journal of Learning and gives great reference to Erikson, Merryfield, Maykut, Muhr, and a host of other publicized professionals and the results of their research on the matter. This information was concluded and intimately addressed in the International Journal of Learning Volume 14, Issue 2 on pages 57-62. Knowing that this subject has been universally studied gives me the sense that it is vitally important to the teaching process. I like the article because it introduced the idea that multimedia components such as video, DVD, and voice recordings are considered documentation. Namka, L. (2010) Helping Children Stop Eggs Ons and Bully Behavior Lesson Plans. Retrieved from http://www.angriesout.com/bullylessons.htm The simple approach of Dr. Lynn Namka, licensed psychologist, gave practical information that is applicable to real-world experience. Her program of handling negative and bullying behavior entitled Get Your Angries Out - Bully Behavior Lesson Plans gave practical examples of dealing with behavior in the classroom environment. Her initial introduction related the behavior in the classroom to the ability to teach and learn. Environment is vitally important. As a teacher, it is important to create that environment for maximum productivity (Namka, 2010). This source gave reference to governmental accounts on health and the skills necessary for children to understand and retain these needed skills. References to other validated sources prove validity. NICHCY. (2010) IDEAS Regulations on Discipline. Retrieved from www.nichey.org/educatechildren/placement/pages/disciplinereg.
Classroom Management Plan Page 43 of 87 This nationally syndicated website and print official, also known as The National Dissemination Center for Children With Disabilities, approaches concerns and actions from the governmental approach and the understanding of federal laws applicable to the search criteria. With links that relate to a plethora of other reliable governmental sources give the believe that they are a legitimate organization. In assessing the actual laws and regulation, this site proves to be accurate and verbatim. This gives the step-by-step processes of first determining what is considered in to be acceptable as a disciplinary action and gives the regulations on how to assess and the acceptable approaches to correcting the behavior or finding appropriate and proper placement. Dealing with discipline in disabled children has to do with civil rights. This is an issue that is ongoing and should be handled with care. Seitz, H. (n.d.) The Power of Documentation in the Early Childhood Classroom. Retrieved February 11, 2011 from http://www.naeyc.org/files/tyc/file/seitz.pdf. This extensive article which is published by a well-known educational source, NAEYC, was very informative. It highlighted the importance of effective communication. This went with the subject of relationship. She also highlighted proven formats that work in the classroom to ensure that efficient and correct documenting is done. Knowing the audience and the purpose are variables that should also be considered. By recording vital information like the overview of an event and photographs of the children at work the teacher can retain vital reference for future projects. I like the suggested topics to document. These are noted in the discussion board. She even informs on the process of documenting and the stages of those who document. The stages of documenting are: (1)
Classroom Management Plan Page 44 of 87 Deciding to document; (2) Exploring technology use; (3) focusing on childrens engagement; (4) Gathering information; (5) Connecting and telling stories; and (6) Documenting decision making. I have learned that this is a serious subject and I need to take care to do a better job. Shearston, P. (n.d.). I CareBut Not That Much!. Retrieved February 8, 2011 from http://www.currentliving.com/categories/mental.health/sherstone/care.html Better understanding the subjective care of those with disabilities and better grasping the triggers for which to look out equips me with the resources to handle and intervene while devising and implementing plans to help thwart unwanted behavior. Better information usually results in better decision making and outcomes. The articles list of references and additional links to other reputable sources, including governmental agencies, further fortifies its validity. The information gathered from various researchers and their results in greater understanding of characteristics that influence behavior is vitally important. Behavior is influenced by emotion. Emotions are the underlying variables that can affect the ability of the child to comprehend; thereby, affecting the entire educational infrastructure. The mind is the portal of understanding. Our approaches to education and implementing plans can be positive and on the other hand can prove detrimental. We must approach each situation with respect to understanding the triggers that may set patterns in behavior. Stanford University. (2010) Triggers Tell People to Do it Now!. Retrieved February 22, 2011 from http://www.behaviormodel.org/triggers.html
Classroom Management Plan Page 45 of 87 Stanford University is a highly respected institute of erudition that has done several studies on various levels. They focus on known educational information to be the foundation of their research opportunities. In assessing BJ Foggs Behavior Model, Stanford University enlightens the reader on three types of triggers: (1) Facilitator which possess high motivation and low ability; (2) Spark which possesses high ability and low motivation; and (3) Signal which possess both high ability and motivation. Understanding the Bogg Behavior Model gives greater understanding of how to motivate a child to give better behavior and when bad behavior can be used to get good behavior out. It also informs that educators can give triggers to obtain desired behaviors. The simple trigger of blinking the lights or turning them off will allow all the children (normal and disabled) to understand they are too loud and should be quiet. Triggers are universal but more pronounced in those with disabilities. Teacher Vision. (2010) How to Manage Disruptive Behavior in Inclusive Classrooms. Retrieved February 23, 2011 from http://teachervision.fen.com/classroomdiscipline/resource/2943.html?page=2 When it comes to frequently asked questions concerning developing a plan to manage disruptive behavior while dealing with inclusion, Teacher Vision gave precise and easily understandable information that is linked to other vital articles and governmental resources that will assist in my final project. Answering questions like: (1) How do I determine the methods of control are appropriate without violating the rights of students with disabilities mandate; (2) How do I use reinforcement strategies to reduce disruptive behaviors; (3) Is it appropriate for me to use punishment; and many others.
Classroom Management Plan Page 46 of 87 The responses were vitally important and easily understood. The questions were timely and the responses enabled me to better understand the importance of knowing what to do in order to stay within the law and to better understand what is at stake when making the decisions that can facilitate positive growth or end my career and cause a civil rights movement. Teacher Vision. (2010) Behavior Management Forms. Retrieved February 15, 2011 from http://teachervision.com This site gave a plethora of examples of the types of forms that are generally used in documentation. Charting behavior on a daily and weekly basis can be a challenge; however, with the appropriate chart, one can be more organized and understand the use of the data displayed. It further assists in documenting classroom discipline and regulating and recording such things as physical accidents and injuries. Recording correspondence between parents and administrators is vital for the protection of all involved. Documented records can save in the long run. These documents can be used for future research and make it easier for future learners. This is a site that has been proven influential in researching various subjects in education. It gives links to other viable sources and is very well organized and documented. Wisconsin Education Association. (2010) Special Education Inclusion. Retrieved from http://www.weac.org/Issues_Advocasy/Resource_Pages_On_Issues_One/Special Special education inclusion is a topic that is rapidly escalating in the field of education. Defining the issue and giving various options pertaining to placement is important. Highlighting the federal guidelines in the Individuals With Disabilities Act (IDEA) gave
Classroom Management Plan Page 47 of 87 me in-depth understanding of what is required (Wisconsin Education Association, 2010). The legal cases and battles that help develop the act gives the historical information that leads a direct path to understanding where we are today. The IDEA has strict guidelines in dealing with the protocols of special education. Learning the history of the Civil Rights Movements motivation in establishing the act was great. This site also gives affective programs for successful assessments and maintaining student retention and attendance. It also summarizes research done by the Wisconsin Education Association Council.
SECTION 3: PHILISOPHICAL FOUNDATION

Henry David Thoreau once said, "We must not be just simply good but we must be good for something." With this thought in mind, I find it pertinent that emphasis should be placed on being willing to learn in order to teach and a great teacher must be willing to learn. Education is dynamic. Understanding our purpose will enable us to fulfill our role in education. Teachers have to learn before they can teach. Being a good teacher will influence the society of tomorrow. In learning, we get a greater understanding of what we are good for. Though there are structured means of formal education at various levels and ages, morality and ethics are vitally important to other means of development. Albert Einstein said, "Insanity is doing the same thing over and over again expecting different results." Learning from your students and their reactions to your teaching will effectively help the teacher and the students to excel. Education without understanding is futile. Abraham Maslow simplified the process of understanding needs, Reinforcement is vital to development (Negative and Positive). Education is life-long and can be applicable by means of formal and informal process. In life, there are teachable moments and we should hold dear to our hearts the learning moments.
Classroom Management Plan Page 48 of 87 Endurance, respect, hope, and belief are the foundations for building a well rounded contributing member of society. Life learning is our purpose. Ensuring all have the equal opportunity to excel and succeed at all skill levels; thereby, creating a plethora of opportunities for future successes. Life long learning is the key for any teacher to be successful and remain progressive for future ventures of life. Addressing things like class meetings, relationships, documentation, and disruptive behavior patterns and themes enables better understanding of the full spectrum of the educational process. Studies show and SEATING CHART
In an effort to facilitate teamwork, the students are met with the understanding that a chain is only as strong as its weakest link. With this frame of thought, the room is designed to solidify and fortify the thought of understanding that we all rely (directly and indirectly) on each other. All of us are equals and it is important that we communicate with and respect each other. The chain of learning is reinforced with the circular design of the classroom.
TEAM CONFERENCE TABLE
With teamwork at the forefront of the future, the seating chart will allow the students to retain their individuality and meet at their assigned conference table to collaborate on assignment and class/team projects.
Classroom Management Plan Page 50 of 87 Rules and Procedures
In an effort to involve the parents and the rules and regulations of the external community, it is pertinent to implement weekly classroom meetings to address the issues of the week, encourage good things, and address bad things. In addition, this will be an opportunity to assess the weeks progress from the students point of view. This meeting will be held in the last 15 minutes of the class period. (If we are not assembled due to unforeseen circumstancei.e. inclement weather the class meeting will be held on the first resuming day of return). The rules set forth in this plan are founded on the principles of our school system and are in compliance of the IDEA and ADA to ensure that all (normal and special needs) children have an equal opportunity to education and promotion. In order to enlist transparency, the parents are asked to sign a Behavioral Contract. This contract serves as a medium of responsibility and parental notice of what the classroom environment should be. It contains the rules and consequences listed below: Classroom Rules: 1. Be in your assigned seat and prepared to work when the final bell rings. 2. Follow directions the first time given. 3. No arguing in class. Concerns and/ or appeals must be discussed with teacher privately before/ after class or submitted to teacher in writing after class. 4. Raise your hand and wait to be recognized before speaking. 5. Abstain from eating, drinking, chewing and grooming in our classroom. 6. Respect the rights and property of others. 7. Be courteous to your teacher and your classmates. 8. At the end of the period, remain in your seat until you are dismissed.
Classroom Management Plan Page 51 of 87 9. Enter and exit through the designated door located in the rear of the classroom. 10. Heads must remain off the desks at all times. 11. Do not write on the classroom desks. This behavior will result in an immediate consequence. 12. Destruction of property will not be tolerated. Violation of these rules will result in the following consequences: 1st Offense: A verbal warning will be given when a minor classroom or school rule is broken, unless the discipline code calls for a referral. 2nd Offense: A 2nd verbal warning will be given and may be accompanied by a telephone call to the parent/ guardian. If a conference is necessary, it will be scheduled through Guidance. 3rd Offense: If the problem persists after a verbal warning, students will be given a detention, which will be accompanied by a telephone call to the parent/ guardian. 4th Offense: If the problem persists after a detention, a discipline referral will be given. *Note all matters of disciplinary actions with regards to special needs children will be contingent upon the directives given by the IDEA and ADA. There must be an assessment and referral. Upon following the necessary and regulated rules, the disciplinary implementations will go as regulated. A printed copy of this information will be promptly distributed as needed to all applicable parties.
Classroom Management Plan Page 52 of 87 Can Teach. (n.d.) Classroom Meetings. Retrieved from http://canteach.ca/elementary/fnations89.html Bordini, E. (n.d.) Accommodating for Childrens Special Needs in School: Assistance from Section 504 and Federal Regulations Concerning Learning Disabilities. Retrieved February 22, 2011 from http://cpancf.com/articles_files/accommodatingchildrenspecialneeds.asp Daily Classroom Procedures Students must bring the following to class each day: loose-leaf paper, pen, pencil, textbook, highlighters, and a one-inch, three-ring binder. Please organize and keep all work in this binder. In addition, students need to obtain five dividers: one to separate the two nine week periods contained in one semester, one for handouts/ class work in the first quarter, one for class notes in the first quarter, one for handouts/ class work in the second quarter, and one for class notes in the second quarter. Handouts will be numbered like pages in a book; however, the class notes section will be organized by date. Be aware that binder checks or quizzes may or may not be announced beforehand; therefore, binders must be in class every day. A model binder located on the student work table in the back of the room will always be available as a guide. Make sure the binder is numbered and in the same order as the teachers'! If students have any specific requests or concerns (such as an updated progress report), please submit these to the teacher in writing by placing them in the designated student inbox on the back table.
Classroom Management Plan Page 53 of 87 In addition, we will have weekly classroom meetings to be held on each Friday to ensure that we recap the week and set the schedule for next week. There will be class officers and the class will elect their representatives. Department of Education. (2010) Protecting Students with Disabilities. Retrieved February 22, 2010 from http://www2.ed.gov/print/about/offfices/list/ocr/504faq.html Edwards and Mullis. (2010) Classroom Meetings: Encouraging a Climate of Cooperation. Retrieved from http://findarticles.com/p/articles/mi_0KOC/is_1_7/ai_110962187/ ESR National. (2009) Twenty Kinds of Class Meetings. Retrieved from http://www.ethicsed/consulting/meetingideas.htm
Assessments
Tests and Quizzes Policy Quizzes may be given at any time; however, tests will be announced at least two days in advance. Please refer to the Course Objectives syllabus for a detailed general guideline. Expect to follow all scheduled test dates. If a student is absent the day before a test, he/she will still be expected to take the test on the announced day. Testing days for English are Wednesday and Friday. Exam Procedure Semester exams will be given at the end of the each nine week grading period. Semester exams constitute 1/5 of each students semester grade (refer to Student Handbook). Keep everything in a binder as study guides for semester exams!
Classroom Management Plan Page 54 of 87 Make-up Procedure When a student is absent, it is his/her responsibility to obtain make-up work the first day back to class. It is difficult to converse individually during class, so please refer to the course objectives first to see what assignments you have missed. Then, go to the student work table, refer to the class calendar, and obtain missing handouts from the model binder. Students may also visit the teacher before the last bell at the beginning of class or two minutes before the end of class to discuss missed assignments and/or to schedule a time to make up a test, quiz, or essay. Make-ups will only be given during class if the situation permits; otherwise, plan to visit before or after school. Make-up Expectations Students will have equal class time missed to make up any missed tests, quizzes or assignments. Failure to do so will result in a zero for the missing grade. Any late assignments shall be penalized a letter grade per day late, which is an average of five points per day late. After four days late, the highest possible grade is half credit. Special arrangements can be made for extended absences. Students who are in attendance and do not complete class assignments cannot make them up at a later date and will receive a zero for the missing assignment(s). Do not procrastinate with make-up work. This sample teacher letter provides students with guidelines of teacher expectations for classroom policies and procedures. This document should be customized to meet the needs of students and teacher preferences for daily classroom procedures, tests and exams as well as make-up procedures. The goals of this document are to improve workflow and ensure students
Classroom Management Plan Page 55 of 87 and teachers share a common understanding of policies and procedures. Further, when teachers set up clear expectations of policies such as described in this letter, they enjoy a more organized classroom environment. Mauro. (2010) Choose the Right Special Education Placement for Your Child. Retrieved from http://specialchildren.about.com/od/specialeducation/p/specialedrooms.htm Seitz, H. (n.d.) The Power of Documentation in the Early Childhood Classroom. Retrieved February 11, 2011 from http://www.naeyc.org/files/tyc/file/seitz.pdf.
SECTION 4: CLASSROOM MANAGEMENT PLAN

Discipline Plan
Discipline Procedures: Discipline refers to the total school environment and its relationship to student behavior. Effective discipline entails maintaining codes of behavior for students, staff and administrators to provide a constructive learning environment. Effective discipline also encourages self-discipline and responsibility in every member of the Panola County community. In addition, special needs children will be handles with care and in compliance to the IDEA and ADA regulations. Classroom Discipline: 1. Start class immediately. Its not the minute or two gained thats important, rather its the tone that is set. It conveys to students that this is a place for serious work, that theres little time to waste or spare.
Classroom Management Plan Page 56 of 87 2. Have a full period of work planned. When students have free time, theyre more likely to make trouble. Plan well. Remember that some students work faster than others and that poorer students often cut corners and therefore consider themselves finished sooner than expected. Spot both of these types and keep them busy. 3. Have several procedures for situations or problems that are routine. Students should know whats expected of them, where items they need are located, which needs require the teachers permission and which do not (e.g., sharpening a pencil). 4. Avoid becoming involved in a discussion with one student, particularly over matters relating only to him/her, while the rest of the class just waits. The others wont wait quietly for very long. Arrange to speak with him/her at a later time. (Also, get students out of the habit of approaching you at the very beginning of the period with individual problems; dont be involved with one student when you should be starting class). 5. The teacher should set the tone of the class. Be in control of words and actions. Dont permit any one student, particularly a contrary one, to set the pace. Dont be reduced to an exchange of insults or sarcasm. Children instinctively and wholeheartedly despise sarcasm; no teacher, no matter how gifted, can succeed with a class if theres the slightest tinge of sarcasm infecting the relationship. Even if you win now, you lose ultimately. 6. When small problems arise, keep them small. When you deal with so many students in the course of the day, not everyone can live up to your expectations. If
Classroom Management Plan Page 57 of 87 every teacher disappointment becomes a major issue, then the class becomes a battlefield. Sure, there should be procedures for dealing with a forgotten pencil, but these procedures should be quick, businesslike, and consistent; they should have nothing to do with the overall mood of the class. 7. When larger issues arise, try to de-escalate. If you know that a matter cant possibly be settled at once, dont attempt it. Make arrangements for a later meeting. Dont debate with a student or criticize him/her in front of the class. When tempers flare, people cant reasonably settle anything. Make arrangements to meet later with or without a third party present, as you deem advisable. 8. If its possible to settle difficulties with a student without involvement of administration, its in your best interest to do so. The more people involved the bigger and more complex the issue becomes. However, this isnt to say that teachers are supposed to be martyrs, suffering in silence. If a problem really is too difficult to handle, seek help. Some problems may require solutions not at your disposal. 9. Manners, tact, respect, sensitivity, and kindness are of the essence. A teacher really has no right to demonstrate any other behavior. Theres a mirror or echo effect in human interaction, hostility elicits hostility, whereas kindness and respect elicit kindness and respect. ISS Room In School Suspension Room (ISS) is an in-school suspension given to students as an alternative to sending them home. It is the last step before notifying parents that their student s behavior is
Classroom Management Plan Page 58 of 87 unacceptable and that the student has been sent home for a designated length of time. Students are expected to follow the established rules while assigned in the ISS Room. Violation of any of these rules may result in an immediate out-of-school suspension. 1. 2. An administrator must refer a student to ISS Room. Students will report to ISS Room at the designated time with all necessary materials needed to complete assignments. 3. Students will complete all assignments sent to them by their regular teacher. Failure to complete them will result in an additional ISS Room assignment, or a suspension. 4. If all assignments have been completed, the student will either read or work on alternate assignments given by the ISS Room Supervisor. 5. 6. All assignments will be collected and returned to the classroom teacher for credit. The ISS Room instructor will be of resource value to the student, while trying to motivate the student back into his/her regular program. 7. Student will remain in their seat in ISS Room unless given permission to move by the supervisor. 8. 9. 10. Students will not talk to one another unless given permission. Students will not eat except at designated lunchtime. Students who are assigned ISS room might not be allowed to participate in any extracurricular activity that day. 11. Students are allowed one restroom break in the afternoon except in case of emergency, which will be determined by the supervisor. Students must be issued a destination slip by the room supervisor before leaving the ISS Room.
Classroom Management Plan Page 59 of 87 12. Students will be allowed to return to their regular schedule upon completion of their assigned time in the ISS Room. 13. Out-of-school suspension will still be given to those students who do not follow the ISS Room regulations or do not attend, and those whose conduct is extreme enough to warrant it. In-School Suspension: 1. Student must be referred to ISS Room by an administrator. 2. Student must remain in his/her seat at all times while in the ISS Room. 3. Student will not be permitted in the halls except to use restroom facilities. 4. Use of the lavatory shall be limited to the restroom in the health room. 5. Any student spending School Suspension time in the ISS Room will have their parents contacted and notified of their childs behavior. 6. While in the ISS Room, each student must work on an assignment from a classroom teacher or an assignment from the ISS Room Resource Instructor. 7. In-School Suspension Assignment Request form (pink) distributed to classroom teachers for the student being placed in the ISS Room are to be completed and returned to ISS Room as quickly as possible. All assignments will be collected and returned to the classroom teacher for credit.
Classroom Management Plan Page 60 of 87 8. A limited number of resources will be provided in the ISS Room to aid the student in the completion of assignments. 9. The ISS Room instructor will be of resource value to the student, while trying to motivate the student back to his/her regular program. 10. If the student does not abide by the ISS Room regulations the parent will be notified and the student will receive an out-of-school suspension. 11. Students will be allowed back into their regular scheduled class only upon completion of their assigned time in the ISS Room. Time out: 1. Teachers should identify and use a time-out area in their classroom.
2. Teachers may have an agreement with neighboring teachers (Buddy Room) to use that room for time out. Use these rooms judiciously.
3. Teachers should not use the hall area outside their classroom door as a time out area.
Special Needs A child may be in various categories in reference to special needs and a determination of what the regulations depend on this assessment. If your child merely has a 504 Plan (required by
Classroom Management Plan Page 61 of 87 law) and this child misbehaves in school, the school may decide that the childs behavior is not related to the disability and the child can be expelled from school. Under IDEA the child has the right to a fair and appropriate education, even if expelled from school. Section 504 and ADA do not provide these protections. Section 504 does not include a clearly established Prior Written Notice requirement. However, IDEA includes intimate and systematic systems of protocols and procedures designed to protect the child and the parents. These safeguards include written notification before any change of placement and the right to an independent educational evaluation at public expense. Section 504 does not include these protections (Conners, 2010). To be eligible for special education services, it is necessary to prove that the child in question has a disability that interferes with his/her education and performance. Before a child qualifies for special education services under IDEA, it is required that he/she be evaluated. According to the IDEA, an evaluation must consist of all of the following: o Special medical concerns addressed by the treated physician o Interviews with parents and school staff o Information from parents o Special tests which must include all areas related to the suspected disability(Conners, 2010) Conners, S. (2010) Section 504, the Americans with Disabilities Act (ADA) vs. The Individuals with Disabilities Act (IDEA) What is the Difference? Retrieved February 20, 2011 from http:// www.nldline.com/iep_vs_504.htm
Classroom Management Plan Page 62 of 87 NICHCY. (2010) IDEAS Regulations on Discipline. Retrieved from www.nichey.org/educatechildren/placement/pages/disciplinereg. Stanford University. (2010) Triggers Tell People to Do it Now!. Retrieved February 22, 2011 from http://www.behaviormodel.org/triggers.html Teacher Vision. (2010) How to Manage Disruptive Behavior in Inclusive Classrooms. Retrieved February 23, 2011 from http://teachervision.fen.com/classroomdiscipline/resource/2943.html?page=2 Accommodations
Following the federal guidelines presented in the Individuals with Disabilities Act and qualifying a child as disabled ranges by the use of defined variables. It is important to know that Section 504 is a broad federal civil rights law that protects all individuals with a handicap. IDEA only applies to students who require special education because they have one of the specified types of disabilities. It is best to understand that Special Education under IDEA does not mean placement. It means the child has been identified as having unique educational needs related to his/her disability and is entitled to an Individual Education Plan (IEP) to meet their needs. A child who receives Section 504 protections has fewer rights than the child who receives special education services under the IDEA. The child who receives special education services under the idea is automatically protected under Section 504. The latter is designed to guarantee that children with disabilities will not be discriminated against. Under Section 504 the child with a disability may receive accommodations and modifications that are not available to children who are not disabled. These accommodations include but are not limited to:
Classroom Management Plan Page 63 of 87 o Shortened or time altered assignments o Frequent breaks to facilitate control over inadvertent behaviors or habits due to impairment or disability o The use of word processor programs due to fine motor, visual motor skills o Standardized tests answers written directly in the test booklet and transferred onto answer sheet by teacher and/or other educational professional. o Class notes provided rather than having the student copy from chalkboard or overhead. o Preferential seating o Allowing the child to leave the classroom 2 to 3 minutes early to avoid crowded hallways. Conners, S. (2010) Section 504, the Americans with Disabilities Act (ADA) vs. The Individuals with Disabilities Act (IDEA) What is the Difference? Retrieved February 20, 2011 from http:// www.nldline.com/iep_vs_504.htm Learner Conflict Resolution
The following statements attempt to present some points of view which should be helpful to the teacher in establishing respect and good rapport with the students. When possible, it is desirable for the teachers to handle their own classroom problems because it strengthens their prestige; however, this does not mean that the administration is not ready to support the teacher when difficult situations occur. Teachers should always notify the office when extreme or unusual situations develop.
Classroom Management Plan Page 64 of 87 1. Many problems will be avoided if staff will stand at the classroom door, greet students as they enter, take a daily interest in each student and his/her needs, prepare thoroughly and be ready to begin instruction immediately. Let students know youre there for them and ready to help them succeed. 2. Establish certain realistic standards of behavioral expectations from the first day of school. Let the students know what is expected of them and then adhere to these firmly and fairly throughout the year. It is many times more difficult to regain status that has been lost than to maintain it from the outset. Classroom guidelines (i.e., grading procedures, materials needed for the class, etc.) are to be written, posted or distributed to students, and a copy made available to the assistant principal upon request. 3. Participation in school activities outside the classroom makes students realize that the teacher is interested in them and helps build good student-teacher relationships. Just as it is easy to like well-adjusted, cooperative students, it is easy for students to accept the same qualities in teachers. 4. Slight and infrequent irregularities in conduct should be expected and not taken too seriously. 5. The measures taken to maintain control should be directly related to the nature of the infraction. Corporal punishment is not allowed. Always try to determine the facts and reach a decision without evidence of anger or irritation. Occasionally, when there seems to be no possibility of immediate solution, it is better to send the student to the office rather than upset the entire class. Use Disciplinary Referral Slip and, if desired, call the
Classroom Management Plan Page 65 of 87 office to tell who is being sent. See that the student has definite directions. NEVER TELL A STUDENT to get out or that he/she cannot return. Use physical force only when deemed necessary to protect or ensure your safety or the safety of others. 6. Generally, the certainty of consequences is a greater deterrent to wrongdoing than harshness. Alertness on the part of the teacher is essential at all times. 7. Generally, unsatisfactory group attitudes are a reflection of poor planning, monotony, lack of vitality of interest on the part of the teacher. Analyze the situation and do not make one student the victim of a class problem. 8. The use of sarcasm, ridicule, or a measure which causes the student to lose self-respect intensifies a problem rather than solving it, is absolutely not allowed. Namka, L. (2010) Helping Children Stop Eggs Ons and Bully Behavior Lesson Plans. Retrieved from http://www.angriesout.com/bullylessons.htm Shearston, P. (n.d.). I CareBut Not That Much!. Retrieved February 8, 2011 from http://www.currentliving.com/categories/mental.health/sherstone/care.html Student Expectations: 1. Students are expected to be respectful to adults, school property, each other and to conduct themselves in an orderly and responsible manner during all school functions. 2. Students are expected to follow instructions of all staff members, cooperate with requests, use appropriate language, and obey school rules.
Classroom Management Plan Page 66 of 87 3. Students are expected to walk in the halls. (Running, shoving, and tripping are dangerous and are not allowed). 4. Students are expected to display appropriate behavior (i.e., no handholding, kissing, or other intimate physical contact). 5. Students are expected to be in class on time, with necessary materials, making good use of class time, complete and hand in assignments on time. Assignments missed during an absence are to be made up. Students should not leave the classroom to go to the lavatory or drinking fountain except as given permission by the teacher. 6. Students are expected to remain on the school grounds from the time they arrive in the morning until their regular dismissal time at the end of the school day, including lunchtime. Any exception must have written authorization through the office. 7. Students are expected to leave all contraband items at home (i.e., cigarettes, alcohol, squirt guns, radios, tape players, CD players, cell phones, pagers, magic cards, etc.), and are to refrain from smoking, drinking and the use of drugs on school property. 8. Students are expected to eat only in the commons except where permission has been given, and assist in keeping the school clear of litter. 9. Students are expected to request an appointment before going to see counselors. Appointments will be made outside of class time. 10. Students are expected to wear appropriate clothing and shoes.
Classroom Management Plan Page 67 of 87 11. Students are expected to have a destination slip when in the hall during class time. 12. Students are expected to follow dress code policy at all times. Wisconsin Education Association. (2010) Special Education Inclusion. Retrieved from http://www.weac.org/Issues_Advocasy/Resource_Pages_On_Issues_One/Special Dress Code North Panola Junior High wants to ensure that student behavior and dress are appropriate. The total learning climate of a school is important to the educational process. Students dress and grooming shall be modest, neat and clean to ensure the health and safety of all students. For safety reasons, footwear must be worn at all times. Inappropriate clothing will not be allowed. In addition to the above, pants that sag below the hips will not be allowed. This is a direct violation of our countys Indecent Exposure law. Pants must be work evenly. Pant legs cannot be so long that they drag on the ground. Belts are to be worn in the belt loops. No part of the belt should be hanging. If the child possesses any paraphernalia, or illegal items or substances, these items will be confiscated and reported to the appropriate authorities. Teacher Expectations: 1. Teachers are expected to provide a positive learning environment where self-discipline, self-respect, and belief in ones own abilities are emphasized. 2. Teachers are expected to know, at all times, the observable behavior they want from students.
Classroom Management Plan Page 68 of 87 3. Teachers are expected to systematically reinforce the appropriate behavior of all students. 4. Teachers are expected to respect students and student rights. 5. Teachers are expected to develop clear, brief, written classroom behavior policies only for those rules they intend to enforce. These policies should compliment school and district student behavior policies. 6. Teachers are expected to inform students of their classroom behavior policies. 7. Teachers should be firm, fair, and consistent in enforcing district, school and classroom policies. Corporal punishment is prohibited by school policy (unless the parent signs the document allowing responsible CP). 8. Teachers are expected to systematically set limits when students do not behave properly and provide consequences every time a student chooses to behave inappropriately. 9. Teachers are expected to be punctual and prepared for bell to bell instruction in the classroom. Teachers, in this regard, should be models for students to emulate. 10. Teachers are expected to be at their classroom doors by 7:40 a.m., between classes, and for five to ten minutes after school. They should enforce all school rules. 11. Teachers are expected to send a referral form, destination slip, or office request with any student leaving the classroom. A student should never be told to get out of class and/or never come back.
Classroom Management Plan Page 69 of 87 12. Teachers should be willing to contact and meet with students, parents, and other staff members and elicit their cooperation in dealing with discipline concerns.
Administrative Expectations: 1. Administrators should utilize staff, parents, and students in developing effective school behavior policies. 2. Administrators are expected to firmly support the faculty and establish district and school policies. 3. Administrators are expected to clearly communicate district and school behavior policies to staff, students, and parents. 4. Administrators should supervise implementation of district and school behavior policies so that they are fair and consistent. 5. Administrators should provide in-service (i.e., classroom management skills, informational speakers) to help staff with behavior problems. 6. Administrators are expected to make use of internal and where appropriate, outside agencies in dealing with behavioral problems. 7. Administrators are expected to deal with discipline referrals expeditiously and provide feedback to teachers concerning dispositions of discipline referrals.
Classroom Management Plan Page 70 of 87 8. Administrators are expected to assist the teachers in developing appropriate programs from students with behavioral problems. 9. Administrators are expected to be aware of cultural differences in students and provide the staff with this information. Procedures for Handling Discipline: 1. Student disciplinary procedures shall exist for each school district. Any modification of the student disciplinary procedure shall be reviewed with the school faculty prior to implementation.
2. The building principal will provide the teachers with the written classroom discipline procedure at the beginning of each school ear. Teachers shall adhere to the procedure. You may find this in the Behavioral Ladder page of this staff handbook.
3. All teachers are expected to accept a share in the responsibility for the control and discipline of students in the total school environment.
4. When, in the judgment of a teacher, a student is, by his/her behavior, disrupting the instructional program to the detriment of himself/herself and/or others, the teacher will take appropriate action under the terms of the school disciplinary procedure.
5. Upon removing a student from class, the teacher will take appropriate action under the terms of the school disciplinary procedure. These rules are district wide and should be respected in cooperation with the classroom. The Behavioral Contract should be used in reference to the rules and consequences within the classroom environment. It is important to understand that there are a variety of personalities within the confines of a classroom. Special attention during a class period, be it for disruption or other reasons, will be rendered based on severity. Each teacher is responsible for developing an appropriate classroom management plan which includes classroom procedures and consequences prior to the start of school. The plan is to be submitted to the assistant principal for approval and to be discussed with all students the first week of school. Nuisance Behaviors: These behaviors include infractions that are disruptive to the teaching process and class climate. 1. Talking out in class 2. Running, pushing, tripping in halls 3. Name-calling 4. Not following teacher directions (insubordination)
Classroom Management Plan Page 72 of 87 5. Excessive tardiness (See Tardy Policy) 6. Rubber bands and paper wads 7. Chewing gum or eating candy The following procedures will be followed for nuisance behaviors: Step 1: The teacher isolates student if possible and deals with the student on a one-to-one basis when convenient. Classroom consequences should be established and clearly defined if behavior continues. Step 2: Teacher calls parent and discusses problem. Consequences should be explained to parent. If a parent contact is not possible within a reasonable time, then a letter should be mailed home to identify the problem and consequences. A telephone number and time the teacher can be reached should also be included in the letter. Step 3: Use of buddy room/team intervention. Step 4: Referral made to counselor for possible administrative action, staff conference with parent/guardian, and the consequences for continued disruptive behavior will be outlined. Step 5: Discipline referral filled out. When a student is referred to a counselor, the appropriate referral must be used.
Classroom Management Plan Page 73 of 87 Any behavior outside the classroom that is, in your opinion, inappropriate, should be referred to an administrator. Severe Disruptive Behavior: Severe disruptive behavior is that requiring immediate attention. Examples include: 1. Profanity directed toward a staff member 2. Fighting 3. Vandalism 4. Assault 5. Harassment/Intimidation 6. Smoking 7. Drug and alcohol abuse When the behavior of a student is so detrimental to the classroom atmosphere and destructive to the teaching process that immediate removal is required, or behaviors such as those listed above occur, the following procedures should be taken. Step 1: The staff member should gain control of the situation as quickly as possible. Request for help from other staff members should be made when needed. The teacher should also not hesitate to call the office for assistance.
Classroom Management Plan Page 74 of 87 Step 2: The student should be escorted to the office with a written discipline referral, and by a staff member if the student is not likely to report to the office or may cause further disruptions. On all referrals to the office, the staff member should consult an administrator. The parents will be contacted. The administrator may involve the staff member and/or parents in a conference with the student. Appropriate consequences such as detention, ISS Room, suspension, custodial work, and alternative education programs will be determined at this or subsequent conference. All consequences shall be consistent with the district policy. *Note: All infractions (minor and severe) will be properly documented and reported and will be used in any arbitration and placement plans. Kia Kaha. (2009) A Bully Free Zone--The Kia Kaha Curriculum for Middle Primary. Retrieved from http://www.police.govt.nz/service/yes/nobully/kia-kaha/zone.html Mesher, P. (2010) Documentation in an Elementary Classroom: Teacher-Researcher Study. Retrieved February 14, 2011 from http://www.internationaljournaloflearning NICHCY. (2010) IDEAS Regulations on Discipline. Retrieved from www.nichey.org/educatechildren/placement/pages/disciplinereg. Seitz, H. (n.d.) The Power of Documentation in the Early Childhood Classroom. Retrieved February 11, 2011 from http://www.naeyc.org/files/tyc/file/seitz.pdf. Stanford University. (2010) Triggers Tell People to Do it Now!. Retrieved February 22, 2011 from http://www.behaviormodel.org/triggers.html
Lesson Plan Outline
North Panola Middle School, Sardis, MS, USA Activity Time: Time ranges based on achievements (anticipated two weeks) Concepts Taught: Discipline behavior modification Materials Needed: Applicable printouts, pencils, and movies that reflect correcting negative behaviors. GRADE LEVEL: 6-8 I. Resource Distribution Give one or more worksheets to student when you send him/her to detention or send him out of the room or put him aside from other students because his behavior was not accepted. After the student copies down the lesson (as many times as you want them to write it) have them write/devise a plan on how they can change their behavior to be allowed back in class. This plan must be brought to you before you should accept the student back in class. II. RESPECT LESSON
o Respect (giving and receiving)
Classroom Management Plan Page 76 of 87 o Please copy onto a separate piece of paper. Be sure to put your name in the right hand corner of your paper. Title your paper "Respect". o We all need and deserve to be respected. However, we cannot respect others when we don't respect ourselves. When you are rude, put people down, talk negatively, or insult people, you are hurting your respect for yourself as well as for others. o Everyone needs to feel good about themselves in order to get along with others. When someone does not feel good about himself or herself, he or she speaks and acts in ways that hurt others. When you don't feel good about yourself, everyone loses. o We all have bad days. No one is immune to having things go wrong. That is why we always have to remember to treat people with respect, even if we are not feeling very good about ourselves, or can tell that they may not be feeling much respect for themselves. When you automatically treat people with respect, you help everyone feel better about themselves. o How can I treat people with respect automatically?
1. Ignore them when they say or do something that hurts my feelings. 2. Don't argue or fight with someone who is obviously not feeling good about him/herself. 3. Overlook it when someone is trying to tease me to get me mad. 4. Don't say things in anger-count to ten before I speak or don't say anything until the anger has passed. 5. Don't say negative things. I have a right to my opinions, but I do not have the right to express it.
Classroom Management Plan Page 77 of 87 6. Always try to think of everyone as doing the best they can-see everyone as the best that they can be. 7. Put myself in the other person's place and try to understand what their point-of-view is. 8. Treat others as I would like to be treated.
III.
TALKING LESSON Directions: Copy the lesson onto a separate piece of paper. Be sure to title it "Talking Lesson" and put your name on the top right-hand corner of your paper. I understand that time is one of the most valuable things we have. Fortyeight minutes is so little time to do all the things we need to do in class, so it is vitally important to make every minute count. When I talk or goof off or disrupt the class, I am wasting valuable learning time. That is not fair to my teacher, my classmates or to myself. I understand that it is okay to talk: If I raise my hand and the teacher calls on me. If talking is necessary to complete my assignment. If it is free time and I have completed my assignments.
But I know that I must not talk: 1. When the teacher is talking. 2. When a student is asking or answering a question.
Classroom Management Plan Page 78 of 87 3. When the teacher has instructed the class to be quiet.
I can see that learning how to talk only when it is proper to do so is very important, so I will copy this paper as many times as it will take to show you that I have learned this lesson.
IV.
THINKING ABOUT BEHAVIOR LESSON Answer the following questions in complete sentences, using most of the words in the question in your answer. Please think carefully about your answers. An administrator and/or your parents could read them in the near future. 1. What did you do that got you into trouble? 2. Why was it wrong to do what you did? 3. What can you do differently in the future so that you will not get into trouble? 4. What can the TEACHER do to help you stay out of trouble and to help you succeed in her class?
V.
TIME OUT LESSON
Classroom Management Plan Page 79 of 87 o Directions: Copy the lesson and fill in the blanks with your own words. Be sure to title it "Time-out Lesson" and put your name on the top right-hand corner of your paper. o I understand that school is a place for learning. Every student in America is offered 12 years of free education. No other country in the world offers this to their students. I understand that I choose how to use this time. I can get an education and learn more about myself and the world around me, or I can waste this time. o I understand that the teacher is responsible for many things. She needs to plan the English lesson and then do everything possible to help students understand the material. The teacher has a big job because it is not easy to help a class full of students. When I behave disruptively, I am making it hard for the teacher to do her job. This isn't fair and I don't have the right to do this. o I understand that the other students in my class have a right to the best education possible. When I behave disruptively, I not only keep the teacher from doing her job, I am also keeping students from getting the best education possible. This is not fair and I don't have a right to do this. o I am here copying this because I was sent out of the room. I was sent out of the room because __________________________________________. I understand that right now, I am missing out on valuable learning time. Instead of learning, I am copying this lesson. I understand that I made a decision to behave unacceptably in class and the consequence for this was being sent out of the room and points are deducted from my grade this week. I understand that I have the
Classroom Management Plan Page 80 of 87 power to make good decisions or bad decisions. When I make good decisions I am rewarded. In school, this means getting a good education and feeling good about myself as a student. I understand that I deserve a good education and I have the power and responsibility to make this happen. When I return to class, I will _________________________________________________________________ ________________________________________________________ o These lessons were taken from the North Panola Middle School Hand Book. All credits go to this school. Connie, M. (n.d.) Stepping Out. Retrieved February 25, 2011 from http://teachers.net/lessons/posts/285.html Conclusion: By adhering to the current federal, state, local, district, and school rules, this plan of action best enables a teacher, in the classroom setting, to maintain control and influence individual and group development. Classroom management must be influenced by school policy. Implementation in respect to the district is vital. Parental involvement is important to implementation and success. Reaching children on a group level can be challenging. By having class meetings and acknowledging the issues (good and bad), the children will be more likely to follow the rules and will be able to better accept the changes due to occur in their promotion. By implementing the Behavior Contract, the parents will be aware of the expectation of their child. This plan also lists the expectation and duties of the teacher. We must have some sort of autonomy and if there are problems, they can be addressed on an individual and group basis (depending on the problem). By specifying minor and major behavior problems, a scale of
Classroom Management Plan Page 81 of 87 measurement is formed. Having a plan of action and a scale by which to determine consequence will assist in the easy flow of dealing with consequence and reward. Classroom management seems a bit more doable when the rules are in writing. Sincerely,
Patrice Hoskins Teacher
Attachments: Behavioral Contract and Acknowledgment/Acceptance Form
Classroom Management Plan Page 82 of 87 Behavioral Contract
Student Name: ____________________________________ Date: _________________________ Room:________________________
Teacher Contact Information: Teacher Name: _____________________________________ Voice Mail: _______________________________________ Conference Times: __________________________________
Dear Students and Parents/Guardians:
Welcome! With parents' help and support, this will be an interesting and productive year. If there are any questions, please do not hesitate to call. In order to ensure that parents have read and understand the following information, please return the signed recognition form at the end of this packet.
_____________________________________________ [Student name] will demonstrate good behaviors each day at school.
______________________________________________[Student name] is expected to follow the teacher's directions the first time she asks him to do something. He/she is expected to do so promptly and with a good attitude. Each time that __________________________________________[Student name] does not meet these
Classroom Management Plan Page 83 of 87 expectations; he/she will receive a tally mark for the day on the tracking sheet. These tally marks will determine the rewards and consequences that ___________________________________________[Student name] are responsive to the behavior displayed.
We understand and will assist in the facilitation of the classroom and school rules, policies, and procedures. Any negative responses should be in written form; thereby, following natural rules of etiquette and respect to all parties involved. The following classroom rules are foundational to the understanding and enactment of this contract:
1. Be in your assigned seat and prepared to work when the final bell rings. 2. Follow directions the first time given. 3. No arguing in class. Concerns and/ or appeals must be discussed with teacher privately before/ after class or submitted to teacher in writing after class. 4. Raise your hand and wait to be recognized before speaking. 5. Abstain from eating, drinking, chewing and grooming in our classroom. 6. Respect the rights and property of others. 7. Be courteous to your teacher and your classmates. 8. At the end of the period, remain in your seat until you are dismissed. 9. Enter and exit through the designated door located in the rear of the classroom. 10. Heads must remain off the desks at all times. 11. Do not write on the classroom desks. This behavior will result in an immediate consequence. 12. Destruction of property will not be tolerated.
Classroom Management Plan Page 84 of 87 Violation of these rules will result in the following consequences: 1st Offense: A verbal warning will be given when a minor classroom or school rule is broken, unless the discipline code calls for a referral. 2nd Offense: A 2nd verbal warning will be given and may be accompanied by a telephone call to the parent/ guardian. If a conference is necessary, it will be scheduled through Guidance. 3rd Offense: If the problem persists after a verbal warning, students will be given a detention, which will be accompanied by a telephone call to the parent/ guardian. 4th Offense: If the problem persists after a detention, a discipline referral will be given. Daily Classroom Procedures Students must bring the following to class each day: loose-leaf paper, pen, pencil, textbook, highlighters, and a one-inch, three-ring binder. Please organize and keep all work in this binder. In addition, students need to obtain five dividers: one to separate the two nine week periods contained in one semester, one for handouts/ classwork in the first quarter, one for class notes in the first quarter, one for handouts/ classwork in the second quarter, and one for class notes in the second quarter. Handouts will be numbered like pages in a book; however, the class notes section will be organized by date. Be aware that binder checks or quizzes may or may not be announced beforehand; therefore, binders must be in class every day. A model binder located on the student work table in the back of the room will always be available as a guide. Make sure the binder is numbered and in the same order as the teachers'! If students have any specific requests or concerns (such as an
Classroom Management Plan Page 85 of 87 updated progress report), please submit these to the teacher in writing by placing them in the designated student inbox on the back table. Tests and Quizzes Policy Quizzes may be given at any time; however, tests will be announced at least two days in advance. Please refer to the Course Objectives syllabus for a detailed general guideline. Expect to follow all scheduled test dates. If a student is absent the day before a test, he/she will still be expected to take the test on the announced day. Testing days for English are Wednesday and Friday. Exam Procedure Semester exams will be given at the end of the each nine week grading period. Semester exams constitute 1/5 of each students semester grade (refer to Student Handbook). Keep everything in a binder as study guides for semester exams! Make-up Procedure When a student is absent, it is his/her responsibility to obtain make-up work the first day back to class. It is difficult to converse individually during class, so please refer to the course objectives first to see what assignments you have missed. Then, go to the student work table, refer to the class calendar, and obtain missing handouts from the model binder. Students may also visit the teacher before the last bell at the beginning of class or two minutes before the end of class to discuss missed assignments and/or to schedule a time to make up a test, quiz, or essay. Make-ups
Classroom Management Plan Page 86 of 87 will only be given during class if the situation permits; otherwise, plan to visit before or after school. Make-up Expectations Students will have equal class time missed to make up any missed tests, quizzes or assignments. Failure to do so will result in a zero for the missing grade. Any late assignments shall be penalized a letter grade per day late, which is an average of five points per day late. After four days late, the highest possible grade is half credit. Special arrangements can be made for extended absences. Students who are in attendance and do not complete class assignments cannot make them up at a later date and will receive a zero for the missing assignment(s). Do not procrastinate with make-up work.
We agree to the terms of this behavior contract as set forth above.
___________________ [Teacher Signature]
___________________ [Parent Signature]
Acknowledgment/Acceptance Form
As the parent/guardian of ___________________________________________ [Student name], I hereby verify that I have read and understand the rules and procedures of the classroom. It is expected that I assist in the efforts to maintain the designated learning level of my child and if there are any problems, I will communicate in writing or via telephone with the teacher.
I realize that I am a vital part in the proficiency of my child and welcome the challenge of utilizing the resources of conferences and meetings to ensure the safety and development of my child. All matters will be discussed with courtesy given to confidentiality.
ACKNOWLEDGEMENTS:
_______________________________ ______________________________ (Parent 1 Print) (Parent 1Signature)
_______________________________ ______________________________ (Parent 2 Print) ______________________________ (Parent 2 Signature)
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Classroom Management Plan Page 1 of 87 Classroom Management Plan By Patrice Hoskins

SECTION 1: Description of Setting

Week 3: Barriers to Inclusion/Class Meetings

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Week 4: Teaching Productive Behavior

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Week 6: Teacher Behavior and Classroom Management

Week 7: Documentation and Themes/Patterns

Week 8: Rewards and Punishment/Levels/Disability Discipline

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Summary of Needs System Needs

Classroom Management Plan Page 29 of 87 Learning Needs Social:

positive things that happen.

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harming other students. 2) Regarding Trust Issues

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argument two out of three times.

school). 3) Regarding Friendship Issues

reduce damage to the Smiths valuables

Shared-Service Goals (goals that address personal/emotional and learning needs):

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Create opportunities for Devante to have low stress time

References: ANNOTATED BIBLIOGRAPHY

SECTION 3: PHILISOPHICAL FOUNDATION

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TEAM CONFERENCE TABLE

TEAM CONFERENCE TABLE

TEAM CONFERENCE TABLE

TEAM CONFERENCE TABLE

Classroom Management Plan Page 50 of 87 Rules and Procedures

SECTION 4: CLASSROOM MANAGEMENT PLAN

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Lesson Plan Outline

o Respect (giving and receiving)

TIME OUT LESSON

Patrice Hoskins Teacher

Attachments: Behavioral Contract and Acknowledgment/Acceptance Form

Classroom Management Plan Page 82 of 87 Behavioral Contract

Student Name: ____________________________________ Date: _________________________ Room:________________________

Dear Students and Parents/Guardians:

We agree to the terms of this behavior contract as set forth above.

___________________ [Teacher Signature]

___________________ [Parent Signature]

Classroom Management Plan Page 87 of 87

_______________________________ ______________________________ (Parent 1 Print) (Parent 1Signature)

_______________________________ ______________________________ (Parent 2 Print) ______________________________ (Parent 2 Signature)

Classroom Management Plan Page 88 of 87 (Date)

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Student Name: ________________________ Date: _ Room:____________

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_ (Parent 2 Print) __ (Parent 2 Signature)